Research-based Instructional Framework/Strategies



Research-based Instructional

Framework/Strategies

For Improving Student Achievement

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn." Alvin Toffler

|No |Strategies |Description |

|1 |Cooperative |Cooperative learning is situated within the social constructivist paradigm. Students work on |

| |Learning |projects or problems in teams with both personal and team accountability for conceptual |

| | |understanding. |

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|2 |Differentiated |A fuller definition of differentiated instruction is that a teacher proactively plans varied |

| |Instruction |approaches to what students need to learn, how they will learn it, and/or how they can express |

| | |what they have learned in order to increase the likelihood that each student will learn as much |

| | |as he or she can as efficiently as possible. (Tomlinson, 2003, p. 151) |

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|3 |Socratic Seminar |Socratic Seminars are a highly motivating form of intellectual and scholarly discourse conducted |

| | |in K-12 classrooms. They usually range from 30-50 minutes-longer if time allows-once a week. |

| | |Socratic Seminars foster active learning as participants explore and evaluate the ideas, issues, |

| | |and values in a particular text. |

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|4 |Reciprocal Teaching |Reciprocal teaching refers to an instructional activity that takes place in the form of a |

| | |dialogue between teachers and students regarding segments of text. The dialogue is structured by |

| |Reciprocal Teaching |the use of four strategies: summarizing, question generating, clarifying, and predicting. The |

| |(Continued) |teacher and students take turns assuming the role of teacher in leading this dialogue. |

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| | |(Follow link to a research paper) |

|5 |Concept Attainment |In concept attainment, students figure out the attributes of a group or category that has already|

| | |been formed by the teacher. To do so, students compare and contrast examples that contain the |

| | |attributes of the concept with examples that do not contain those attributes. They then separate |

| | |them into two groups. Concept attainment, then, is the search for and identification of |

| | |attributes that can be used to distinguish examples of a given group or category from |

| | |non-examples. |

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|6 |Problem-based |Problem-based learning (PBL) is focused, experiential learning (minds-on, hands-on) organized |

| |Learning |around the investigation and resolution of messy, real-world problems…PBL curriculum provides |

| | |authentic experiences that foster active learning, support knowledge construction, and naturally |

| | |integrate school learning and real life, this curriculum approach also addresses state and |

| | |national standards and integrates disciplines… |

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| | |(The above link requires you apply to be a part of this sites Clearinghouse. It cost nothing. If |

| | |you are accepted the lesson plans are super and can easily be adapted to K-12!) |

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|7 |Learning Focused |LEARNING-FOCUSED INSTRUCTION© is a comprehensive continuous school improvement model. It provides|

| |Instruction |schools with consistent learning and exemplary strategies instruction. Learning-Focused |

| | |Instruction© integrates research-based exemplary practices. |

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| | |(Once at this link use top right tab labeled “Essentials” to pull down and find current |

| | |research.) |

|8 |Frayer Model |The framework of the Frayer Model includes: the concept word, the definition, characteristics of |

| | |the concept word, examples of the concept word, and non examples of the concept word. It is |

| | |important to include both examples and non examples, so students are able to identify what the |

| | |concept word is and what the concept word is not. |

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| | |(This site also has video clips) |

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|9 |Concept Formation |Concept Formation or Concept Development Model by Hilda Taba (1966) is used to enhance the |

| | |thinking skills of students. It gives students practice in categorizing, and developing, |

| | |extending, and refining concepts. |

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| | |(Follow this link and just click cancel when asked for login info. And PowerPoint will load) |

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| | |(This site can take you to several of the 28 strategies) |

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|10 |Backward Design |Backward Design is an approach to instructional design (promoted by Grant Wiggins and Jay |

| | |McTighe, 1998), with curriculum units around these types of questions: What enduring |

| | |understanding do I want my students to develop? How will I know that my students have learned |

| | |what I want them to learn? How will I engage my students in the instruction? |

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| |Backward Design | |

| |(Continued) |(You may follow this link to multiple sites) |

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| | |(Great example!) |

|11 |Dimension of learning |Dimension of Learning is a comprehensive model that defines the learning process. Its premise is |

| | |that five types of thinking—what we call the five dimensions of learning—are essential to |

| | |successful learning. These five dimensions focus on (1) attitudes and perceptions; (2) acquiring|

| | |and integrating of knowledge; (3) extending and refining knowledge; (4) using knowledge |

| | |meaningful; (5) acquiring productive habits of mind. |

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| | |(Follow this link to multiple sites) |

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| | |(This site contains a video lecture) |

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| | | (Great 1 page handout) |

|12 |Reciprocal Teaching |The ability to break a concept into its similar and dissimilar characteristics allow students to |

| | |understand (and often solve) complex problems by analyzing them in a more simple way. Teachers |

| | |can either directly present similarities and differences, accompanied by deep discussion and |

| | |inquiry, or simply ask students to identify similarities and differences on their own. While |

| | |teacher-directed activities focus on identifying specific items, student-directed activities |

| | |encourage variations and broaden understanding, research shows. Research also notes that graphic |

| | |forms are a good way to represent similarities and differences. |

| | |Applications: |

| | |*Use Venn diagrams or charts to compare and classify items. |

| | |*Engage students in comparing, classifying and creating metaphors and analogies by using The |

| | |Thinking Maps© materials. |

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| | |(This site allows you to print student size Thinking Maps) |

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| | |(This site contains a PP on the Thinking Maps) |

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| |Reciprocal Teaching | |

| |(Continued) | |

|13 |Summarizing and Note |These skills promote greater comprehension by asking students to analyze a subject to expose |

| |taking |what’s essential and then put it in their own words. According to research, this requires |

| | |substituting, deleting, and keeping some things and having an awareness of the basic structure of|

| | |the information presented. |

| | |Applications: |

| | |*Provide a set of rules for creating a summary. |

| | |*When summarizing, ask students to question what is unclear, clarify those questions, and then |

| | |predict what will happen next in the text. |

| | |Research shows that taking more notes is better than fewer notes, though verbatim note taking is |

| | |ineffective because it does not allow time to process the information. Teachers should encourage |

| | |and give time for review and revision of notes; notes can be the best study guides for tests. |

| | |Applications: |

| | |*Use teacher-prepared notes |

| | |*Stick to a consistent format for notes, although students can refine the notes as necessary. |

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| | |(Follow this site to SQ3R and the Cornell Method of Note taking) |

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| | |(Follow this site to a wide variety of activities to help students summarize) |

|14 |Reinforcing Effort & |Effort and recognition speak to the attitudes and beliefs of students, and teachers must show the|

| |Providing Recognition |connection between effort and achievement. Research shows that although not all students realize |

| | |the importance of effort, they can learn to change their beliefs to emphasize effort. |

| | |Application: |

| | |*Share stories about people who succeeded by not giving up. |

| | |*Have students keep a log of their weekly efforts and achievements, reflect on it periodically, |

| | |and even mathematically analyze the data. |

| | |According to research, recognition is most effective if it is contingent on the achievement of a |

| | |certain standard. Also, symbolic recognition works better than tangible reward. |

| | |Applications: |

| | |*Find ways to personalize recognition. Give awards for individual accomplishments. |

| | |*”Pause, Prompt, Praise.” If a student is struggling, pause to discuss the problem, then prompt |

| | |with specific suggestions to help her improve. If the student’s performance improves as a result,|

| | |offer praise. |

| |Reinforcing Effort & | |

| |Providing Recognition | |

| |(Continued) | |

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| | |$9 |

| | |(This is a one page document taken from Marzano’s work) |

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| | |(Follow this link to sites that allow you to create specific award documents) |

|15 |Non-linguistic |According to research, knowledge is stored in two forms: linguistic and visual. The more students|

| |Representation |use both forms in the classroom, the more opportunity they have to achieve. Recently, use of |

| | |nonlinguistic representation has proven to not only stimulate but also increase brain activity. |

| | |Applications: |

| | |*Incorporate words and images using symbols to represent relationships. |

| | |*Use physical models and physical movement to represent information. |

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| | |(This link takes you to a PP presentation taken from “Classroom Instruction That Works” by |

| | |Marzano) |

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| | |(This site will link you to multiple sites discussing “Classroom Instruction That Works” by |

| | |Marzano) |

|16 |Homework & Practice |Homework provides students with the opportunity to extend their learning outside the classroom. |

| |(Refer to PCS Policy) |However, research shows that the amount of homework assigned should vary by grade level and that |

| | |parent involvement should be minimal. Teachers should explain the purpose of homework to both the|

| | |student and the parent or guardian, and teachers should try to give feedback on all homework |

| | |assigned. |

| | |Applications: |

| | |*Establish a homework policy with advice-such as keeping a consistent schedule, setting, and time|

| | |limit-that parents and students may not have considered. |

| | |*Tell students if homework is for practice or for preparation for upcoming units. |

| | |*Maximize the effectiveness of feedback by varying the way it is delivered. |

| |Homework & Practice | |

| |(Continued) |Research shows that students adapt skills while they’re learning them. Speed and accuracy are key|

| | |indicators of the effectiveness of practice. |

| | |Applications: |

| | |*Assign timed quizzes for homework and have students report on their speed and accuracy. |

| | |*Focus practice on difficult concepts and set aside time to accommodate practice periods. |

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| | |(This site will link you to multiple sites discussing “Classroom Instruction That Works” by |

| | |Marzano) |

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| | |$10 |

|17 |Setting Objectives & |Setting objectives can provide students with a direction for their learning. Goals should not be |

| |Providing Feedback |too specific; they should be easily adaptable to students’ own objectives. |

| | |Applications: |

| | |*Set a core for a unit, and then encourage students to personalize that goal by identifying areas|

| | |of interest to them. Questions like “I want to know” and “I want to know more about…” get |

| | |students thinking about their interests and actively involved in the goal-setting process. |

| | |*Use contracts to outline the specific goals that must attain and the grade they will receive if |

| | |they meet those goals. |

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| | |Research shows that feedback generally produces positive results. Teachers can never give too |

| | |much; however, they should manage the form that feedback takes. |

| | |Applications: |

| | |*Make sure feedback is corrective in nature; tell students how they did in relation to specific |

| | |levels of knowledge. Rubrics are a great way to do this. |

| | |*Keep feedback timely and specific. |

| | |* Encourage students to lead feedback sessions. |

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| |Setting Objectives & |(This site takes you to a PP presentation) |

| |Providing Feedback | |

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| | |(This site will link you to multiple sites discussing “Classroom Instruction That Works” by |

| | |Marzano) |

|18 |Generating & Testing |Research shows that a deductive approach (using a general rule to make prediction) to this |

| |Hypothesis |strategy works best. Whether a hypothesis is induced or deduced, students should clearly explain |

| | |their hypotheses and conclusions. |

| | |Applications: |

| | |*Ask students to predict what would happen if an aspect of a familiar system, such as the |

| | |government or transportation, were changed. |

| | |*Ask students to build something using limited resources. This task generates questions and |

| | |hypotheses about what may or may not work. |

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| | |(This site will link you to multiple sites discussing “Classroom Instruction That Works” by |

| | |Marzano) |

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| | |(This site will link you to multiple sites discussing “Classroom Instruction That Works” by |

| | |Marzano) |

|19 |Cues, Questions & |Cues, questions, and advance organizers help students use what they already know about a topic to|

| |Advanced Organizers |enhance further learning. Research shows that these tools should be highly analytical, should |

| | |focus on what is important, and are most effective when presented before a learning experience. |

| | |Applications: |

| | |*Pause briefly after asking a question. Doing so will increase the depth of your students’ |

| | |answers. |

| | |*Vary the style of advance organizer used: Tell a story, skim a text, or create a graphic image. |

| | |There are many ways to expose students to information before they “learn” it. |

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| |Cues, Questions & | |

| |Advanced Organizers | |

| |(Continued) |(This site will link you to multiple sites discussing “Classroom Instruction That Works” by |

| | |Marzano) |

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| | |(This site will link you to multiple sites discussing “Classroom Instruction That Works” by |

| | |Marzano) |

|20 |Mnemonics |Mnemonics are strategies for memorizing and assimilating information. It can help people to |

| | |master interesting concepts and provide a lot of fun doing so. Teachers can use mnemonics to |

| | |guide their presentations of material and they can teach devices that students can use to enhance|

| | |their individual and cooperative study of information and concepts. |

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| | |(This is a fabulous resource that lists thousands) |

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| | |(Student friendly listing.) |

|21 |Simulations |Simulations are constructed from descriptions of real life situations. A less than real life |

| | |situation is created for the instructional situation. The student engages in activity to achieve |

| | |the goal of the simulation and has to do with realistic factors until the goal is mastered. |

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| | |(Follow this link to multiple sites/articles on this topic) |

|22 |Group Investigation |Group investigation is the direct route to the development of the community of learners. A |

| | |substantial part of a students’ education should be by cooperative inquiry into important social |

| | |or academic problems. Group investigation has been designed to lead students to define problems, |

| | |explore various perspectives on the problems, and study together to master information, ideas, |

| | |and skills-simultaneously developing their social competence. |

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| |Group Investigation |(A one page explanation of Group Investigations) |

| |(Continued) | |

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| | |(This site is pulled from Cooperative Learning sites) |

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| | |(The site presents a lesson plan on US History) |

|23 |Scientific Inquiry |From the beginning the student is brought into the scientific process and helped to collect and |

| | |analyze data, check out hypotheses and theories, and reflect on the nature of knowledge |

| | |construction. |

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| | |(Topic defined) |

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| | |(This is our North Carolina DPI site.) |

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| | |(This site contains links to multiple sites on multiple science related topics) |

|24 |Jurisprudential |This model is designed for secondary students in the social studies and implies the case study |

| |Inquiry |method, reminiscent of legal education. Students study cases involving social problems in areas |

| | |where public policy is to be made (justice and equality, poverty and power etc.) They are led to |

| | |identify the public policy issues as well as options available for dealing with them and the |

| | |values underlying those options dealing with them and values underlying those options. This model|

| | |can be used in any area where there are public policy issues for instances ethics in science, |

| | |business and sports etc. |

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| | |(You must scroll down ½ this document to find this model) |

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|25 |Role Play |Role playing helps students to understand social behavior, their role in social interactions, and|

| | |ways of solving problems more effectively. It also helps students collect and organize |

| | |information about social issues, develop empathy with others, and attempt to improve their social|

| | |skills. The model requires of students to:”act out” conflicts, to learn to take the roles of |

| | |others, and to observe social behavior. With adaptation role playing can be used with students of|

| | |all ages. |

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| |Role Play |(PP Presentation on topic) |

| |(Continued) | |

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|26 |Teams Games Tournament |Team Games Tournaments are a cooperative learning strategy developed at John Hopkins University. |

| | |It can be used as an assessment alternative and/or as a review technique. |

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| | |(Defines topic) |

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| | |=book_result&ct=result&resnum=7 |

| | |(The above site is a portion of a chapter taken from the work of Brophy.) |

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|27 |Student Teams Achievement|STAD is one of these three strategies under the umbrella of Student Learning Teams developed at |

| |Division (STAD) |John Hopkins University based on years of research on cooperative learning. In STAD, students |

| | |study with 4-5 team members following a teacher presentation. Students take quizzes individually |

| | |to demonstrate how much they have learned. The individual quiz scores are summed to form a team |

| | |score, and teams are rewarded for their performance. Teams are made up of students with varying |

| | |academic abilities, genders, and race. The entire cycle of activities, from teacher presentation |

| | |to team practice to quiz, usually takes 3 to 5 class periods. STAD has been used in a wide |

| | |variety of subjects, from math to language arts to social studies, and has been used from grade 2|

| |Student Teams Achievement|through college. It is most appropriate for teaching well-defined objectives with single right |

| |Division (STAD) |answers, such as specific locational characteristics in geography and some map skills, knowledge |

| |(Continued) |of evens in history, and principles of economics or government. |

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| | |=book_result&ct=result&resnum=7 |

| | |(The above site is a portion of a chapter taken from the work of Brophy.) |

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| | |(Defines topic) |

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| | |ser_id=-1&enable_docview_caching=1 |

| | |(Written by Slavin) |

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| | |&oi=book_result&ct=result&resnum=3 |

| | |(Read section on Co-operation verses Competition) |

|28 |Synectics |Synetics operates on the principle that, by using the mind’s remarkable capacity to connect |

| | |seemingly irrelevant elements of thought, we can spark surprising new ideas that may later be |

| | |developed into feasible solutions to problems. |

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| | |ook_result&ct=result&resnum=10 |

| | |(Topic defined) |

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